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PROBLEM-BASED TRAINING EXERCISES FOR
OCCUPATIONAL AND ENVIRONMENTAL EPIDEMIOLOGYFor the instructor!
The introduction part for the student is similar to the one for the instructor but the two differ in the case studies. While the student's case studies present the actual study part, the instructor's case studies also provide the answers to the questions.or the instructor!Introduction ___
This collection of cases in environmental epidemiology was developed to provide teachers of epidemiology with practical learning tools of special relevance to environmental health challenges in developing coutries. The cases span a broad variety of exposures, diseases, and geographic regions. They address diverse study designs, epidemiologic concepts, and learning objectives. The cases are based on real studies.
The problem-based cases are intended to be used in conjuction with lectures and textbooks in epidemiology. Students in small groups can use the exercises as a means of applying and integrating newly acquired concepts in epidemiology. While students need to have a general understanding of health in order to participate in case discussion, there is no need for a specialised background in medicine or environmental health.
The cases are best used in groups of 6 to 10 students in the presense of 1 instructor or discussion quide. Why small group learning? Advances in the theory and application of adult educational methods show that students learn well in small groups that are given tasks (i.e.-cases) that require thinking and interaction. Instructors guide the discussions. A simple and useful technique is to reflect questions addressed to the instructor back to other students in the class, thereby transferring the role of "expert", at least for the moment.
Each case begins with a set of learning objectives. Cases are divided into parts. Students are given one part at a time for discussion. It is best if one or more students acts as the group recosder if needed.
In order to select a case, please use the following tables. In Table 1, the cases are indexed by exposure, route of exposure, and occupational vs. environmental setting. Table 2 provides a profile of the cases by learning objectives. Objectives can be useful to the instructor in selecting cases when timing the use of cases in relation to lectures.
In the Instructor's guide version of these cases, each exercise is accompanied by possible answers to the questions posed. These answers can be used as a checklist by the instructor to ensure that all important issues are raised by the students. These answers are intended as a suggested floor for discussion, not a fixed ceiling. Students should be urged to consult with epidemiology textbooks to seek fuller explanations of issues raised bu the cases. Having such a textbook available during case discussions might be useful as well.
